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Ib parent night website[1]

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Ib parent night website[1]

  1. 1. + IB PARENT NIGHT School at St. George Place NOVEMBER 2012
  2. 2. + IB BASICS THE HISTORY OF IB  1968-IB Diploma Program began at International School of Geneva-led to a creation of a diploma for international students  1980s-Diploma recognized by top universities around the world  1994-Beginning of Middle Years Programme (MYP)  1997-Beginning of Primary Years Programme (PYP)
  3. 3. + Facts and Figures  3,482 schools in 144 countries  1,061,000 students are enrolled in IB programs worldwide  4 Program Types  Primary Years Programme (PYP) for students aged 3 to 12  975 schools  Middle Years Programme (MYP) for students aged 11 to 16  989 schools  Diploma Programme for students aged 16 to 19  2,367 schools  Career-related Certificate (IBCC) for students aged 16 to 19  PYP only schools world wide-557  PYP only school in North America and Caribbean-337  1,388 IB World Schools in United States
  4. 4. + Benefits of the IB Program What makes the program unique?  Encourages international-mindedness in students  Encourages a positive attitude toward learning by engaging students in inquiries and making them aware of the process of learning  Reflects real life by going beyond traditional subject learning  Emphasis development of whole student through the Learner Profile.
  5. 5. + Research to Support Benefit of the Program  Evaluation of IB Programs in Texas (2010)  State of Texas Education Research Center at Texas A&M  Findings:  Not a significant difference between IB schools and their comparison schools in math and reading achievement as measured by TAKS  Structured classroom observations indicated that favorable instructional practices and student behaviors and activities occurred more frequently in IB classrooms than in non-IB Texas classrooms.  Positive outcomes:  Increased teacher collaboration  Authentic assessment  Increased student motivation  Development of critical thinking skills  Increased global and cultural awareness  More info visit: http://www.ibo.org/research/policy/programmevalidation/pyp/
  6. 6. + Research to Support Benefit of the Program  Handout  DP best predictor of college performance  http://www.ibo.org/recognition/resourcesanddocumentlibrary/more resources/documents/StudentPerfBrochure1.9.pdf  Higher graduation rates  Collaborative planning, training, resources, community involvement, leadership  Graduate destinations 2011  http://www.ibo.org/recognition/resourcesanddocumentlibrary/more resources/documents/GlobalDPDestinationSurveyUS.pdf
  7. 7. + Learner Profile  Over-arching view of the attributes that learners will demonstrate  http://www.ibo.org/programmes/profile/
  8. 8. + PYP Curriculum Defined • Written curriculum • Taught curriculum • Assessed curriculum This is a model whereby all three components inform each other.
  9. 9. + Essential Elements  Knowledge-Significant, relevant content  Concepts-ideas that have relevance within the subject areas but also transcend them  Skills-capabilities the students need to demonstrate to succeed in a changing, challenging world
  10. 10. + Essential Elements  Attitudes-Dispositions that are expressions of fundamental values, beliefs and feelings about learning  Action-a manifestation in practice of the other essential elements
  11. 11. + KNOWLEDGE  Who we are Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.  Where we are in place and time Inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
  12. 12. + KNOWLEDGE  How we express ourselves Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.  How the world works Inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
  13. 13. + KNOWLEDGE  How we organize ourselves Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.  Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution
  14. 14. + CONCEPTS  Form - What is it like?  Function - How does it work?  Causation - Why is it like it is?  Change - How is it changing?  Connection - How is it connected to other things?  Perspective-What are the points of view?  Responsibility-What is our responsibility?  Reflection-How do we know?
  15. 15. + SKILLS  Thinking Acquisition of knowledge; comprehension; application; analysis, synthesis, evaluation, dialectical thought, metacognition.  Social skills Accepting responsibility; respecting others; cooperating, resolving conflict; group decision- making; adopting a variety of group roles.
  16. 16. + SKILLS  Communication skills Listening; speaking; reading; writing; viewing; presenting; non-verbal communication  Self – management skills Gross motor skills; fine motor skills; spatial awareness; organization; time management; safety; healthy lifestyle; codes of behaviour; informed choices  Research skills Formulating questions; observing; planning; collecting data; recording data; organizing data; interpreting data; presenting research findings .
  17. 17. + ATTITUDES  Appreciation  Empathy  Commitment  Enthusiasm  Confidence  Independence  Cooperation  Integrity  Creativity  Respect  Curiosity  Tolerance
  18. 18. + ACTION
  19. 19. + So what does this look like in the classroom? Teachers choose:  Theme  Questions  Attitudes  Skills  Profile  Actions Focus on these for entire unit of inquiry
  20. 20. + For example…5th GRADE THEME: HOW THE WORLD WORKS CENTRAL IDEA: The natural laws of matter and energy create, sustain, and transform life and daily living LINES OF INQUIRY: Laws of matter and energy can be observed through experimentation Physical properties of matter can be used and observed in real life situations Energy can be used in various forms
  21. 21. + 5th Grade Example  Plan summative assessment first  Choose Key Concepts: Causation, Change, Function  Choose Learner Profile: Inquirer, Thinker  Choose Skills: Thinking (analyze), Self-management (organization, safety)  Then design learning experiences that will develop these elements:  Students will identify, describe, and create different real-world examples and situations of energy transformation-mapping the energy path  Students will identify and describe patterns and energy transformation within working, moving circuits
  22. 22. + For example…2nd GRADE THEME: WHO WE ARE CENTRAL IDEA: Individuals who take action can change the world LINES OF INQUIRY:  The characteristics of a citizen  The functions and roles in a community  The attributes of a role model and how we share these attributes
  23. 23. + 2nd Grade Example  Plan summative assessment first  Choose Key Concepts: Change, Responsibility  Choose Learner Profile: Inquirer, Risk-taker, Thinker  Choose Skills: Social (respect, cooperation, group decision-making)  Then design learning experiences that will develop these elements:  Using IIM research-Role modelss  Literature surrounding role models that exemplify the learner profile
  24. 24. + Overview
  25. 25. + Where we are in the process  Goal: 6 Units of Inquiry  Working on writing and implementing 2nd Unit of Inquiry  Goal: By December Program of Inquiry complete 6 central ideas with lines of inquiry for each grade
  26. 26. + What can parents do?  IB @ Home  Talk to children about the Learner Profile  Encourage inquiry in their children
  27. 27. + ANY QUESTIONS???  Contact me: Lisa Hernandez  LHERNA15@houstonisd.org  IB Website www.ibo.org

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